Quality Development of Out of School Services
|
|
- Peter Shields
- 8 years ago
- Views:
Transcription
1 Quality Development of Out of School Services An Agenda for Development December 2006 Compiled by Paul Downes on behalf of QDOSS
2
3 A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 Welcome to QDOSS! This document provides background information about the QDOSS Network and lays out in brief a number of key themes, questions, and priorities which we believe are central to the development of quality out-of-school services. QDOSS are highlighting these issues as part of an ongoing discussion requiring further research about future directions for Out-of-School Services and in recognition of the need for a national strategy with regard to Out-of- School Services a strategy that is sensitive to the needs of local contexts. What is QDOSS? QDOSS is a network that comprises a range of stakeholders who share different perspectives, expertise and a common aim. Our central aim is to enhance and develop the field of Out-of-School services to influence and enable positive educational outcomes for children and young people, particularly those experiencing educational disadvantage. Who are We? Members of QDOSS participate in QDOSS as representatives of member organisations. Member organisations have a remit in relation to education, childcare, youth work or youth development, particularly in relation to children and young people experiencing educational disadvantage. The Network aims to ensure that there is a balance between a variety of interest groups including practitioners, policy makers and researchers. Current member organisations comprising the QDOSS network include: Barnardos Border Counties Childcare Committee Childrens Research Centre, Trinity College Dublin Educational Disadvantage Centre, St. Patrick s College, Drumcondra Foróige Limerick City Childcare Committee Targeting Educational Disadvantage Project, Mary Immaculate College, Limerick TIDE Youth Work Ireland 1
4 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S What do we Mean by Out-of-School Services? Out-of-school services refer to a range of structured programmes, clubs and activities for school-age children and young people (4-18) which take place within supervised environments during the times that they are not in school. As such, out-of-school activities can take place before school, after school, at weekends, during lunch hours, and during school holidays. Out-of-school services therefore can be offered in a variety of schools, attached to school and non-school environments, including community centres, child-care centres, places of worship, libraries, parks etc. Out-of-school services are sponsored by inter alia, statutory and non-governmental agencies, schools, community-based groups, faith-based organisations, and other voluntary sector groups. Why Focus on Out-of-School Services? QDOSS believes that child and young people centred Out-of-School provision has the potential to contribute to the holistic development of children and young people so that they may fully participate in the educational system, as a means of redressing inequality of life opportunities. What are the Guiding Principles of QDOSS? The guiding principles of our network include: Working in partnership with children, young people, parents, schools and communities to develop and enhance out-of-school services Promoting a needs-led and strengths-based integrated approach to out-of-school service provision Working to influence policy and practice Commitment to evidence based research and evaluation, including a focus on outcomes 2
5 A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 Key Themes, Questions and Priorities related to Out-Of-School Service Provision in Ireland QDOSS has identified a number of key themes, questions and priorities that we believe need to be addressed as part of an ongoing discussion to fully develop quality Out-of-School provision in Ireland. These include: 1 Key Structures Underpinning Out-of-School Services 2 Out-of-School Services: Bridging Health and Education Needs 3 Out-of-School Services: Contribution to Development of School Climate 4 Out-of-School Services: A Key Resource in Culturally Relevant Curriculum Implementation 5 Community Development Principles and Out-of-School Services 6 Evaluation: Structural, Process and Outcome Indicators 3
6 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S 1 Key Structures Underpinning Out-of-School Services In order to develop a strategic approach at a national and local level to Out-of-School Services, QDOSS recognises that key challenges need to be met for development of the structural underpinning of the Out-of-School Service sector. Continuity of Staff and Career/Professional Development of Staff in Out-of-School Services QDOSS recognises that relations of trust between staff and children and young people are vital to psychological wellbeing. Nurturing positive relationships serve as a key protective factor for youth at risk of early school leaving. As staff continuity is essential in order for these relations of trust to form the following issues arise: The development and implementation of staff retention and recruitment strategies The facilitation of a national strategy for staff development and progression examining training and accreditation, employment opportunities and defined career progression in the Out-of-School Service sector Continuity of Services throughout the Year QDOSS believes that Out-of-School services need to be consistently available throughout the Summer and other holiday times to provide a point of stability during a time of changing experiences for children and young people QDOSS recognise the importance of developing a consistent national and local strategy for funding holiday time projects in socio-economically disadvantaged areas, a strategy coordinated across the Department of Education and Science, Department of Health and Children, and Department of Justice and Law Reform Referral Strategies and Out-of-School Services QDOSS recognises the need for flexible and varied referral strategies across Out-of-School projects, community services and schools. Nevertheless the following questions arise regarding coordination of referral strategies for children at risk of early school leaving: What coordinating strategies are in place to improve targeting of pupils at risk of early school leaving for participation in Out-of-School clubs and extracurricular activities? Are there wider avenues for referral than the school (teachers, principals, Home School Community Liaison) to include a more proactive involvement of parents in the referral process as well as referral from other local agencies? Are children and young people s social and emotional needs given sufficient priority in the referral process? Is the option of self-referral available in dialogue with students? In order to prevent those students most at risk of early school leaving from falling through the gaps, there is a need for a coordinated referral strategy across Out-of-School projects and schools Continuity of Out-of-School Projects from Primary to Postprimary QDOSS recognises that extracurricular/out-of-school activities offer opportunities for responsibility and success, decision-making and social skills, protecting against early school leaving, and that it is extremely important that any such supports at primary level are sustained at secondary level. 4
7 A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 Key challenges for continuity include the following questions: Can strategic plans be developed for continuity between those Out-of-School Services at primary level and at postprimary level? How can students be facilitated to remain with the Out-of-School project as they undergo the transition from one school to another? Can there be continuity in Out-of-School Services even if the student is attending a different secondary school from that of the local one? QDOSS notes that the disruption to the social environment of the student during transfer to post-primary is well recognized and Out-of-School projects offer one source of stability within the social environment during this transition process. QDOSS suggest that continuity across primary to secondary may be even more important if the student is attending a different school from his/her peers and from those he/she was with in primary school. Transport Needs QDOSS notes that transport needs to access Out-of-School Services is an issue across all sectors, urban and rural, due to difficulties with transporting children from school to out-of-school services and associated insurance costs Budgetary Needs QDOSS recognises the need for ring fenced funding and to develop cycles of funding for Out-of-School projects that go beyond merely year to year funding: in order to ensure continuity of relations between Out-of-School project staff and pupils/students in order to ensure continuity of relations between Out-of-School project staff and parents and teachers to plan for developmentally appropriate Out-of-School project themes and activities to fulfil a strategy of continuity across transition from primary to postprimary to allow for career and professional development of staff QDOSS notes that funding is necessary on a number of levels: Investment in human resources Infrastructure Ongoing training and development Ongoing contribution towards equipment and materials Development of curricular resources Evaluation 5
8 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S 2 Out-of-School Services: Bridging Health and Education Needs QDOSS recognises that educators, community, childcare and youth workers have a key role in the promotion of psychological and physical wellbeing and that there is a need for a coordinated strategy across schools and out-ofschool services to bridge health and education needs of children, including mental health needs. Continuity and Nutrition Current challenges with regard to the issue of nutrition include the following issues: the need for structures and funding to be in place to ensure continuity of service to children across breakfast clubs and after school provision so that a regular pattern is established i.e., that they are 4-5 days a week and not 2 days a week the need for development of a strategy of cooking skills for pupils and to maximise parental involvement in targeted life skills training for children and young people. Are programmes in place to facilitate both children and parents to enhance their knowledge of nutrition, cookery and awareness of the link between good nutrition and other life factors? the need for a State strategy to build kitchens in all new school buildings and to develop kitchen facilities in existing facilities Out-of-School Services and Social and Emotional Development QDOSS recognise the central importance of social and emotional criteria for the needs of children and young people in the referral process and the importance that Out-of-School services provide an environment to feel and be safe, develop their own thoughts, explore feelings, learn to develop friendship, learn how to handle interpersonal conflict and that children and young people are given time to relax and play. How best to facilitate recognition by schools, out-of-school services and private providers of the non-academic benefits of Out-of-School projects and their contribution to children and young people s wellbeing and to enjoyment of learning? QDOSS recognises the positive effects of Out-of-School projects: to help students to develop their self-esteem and build resilience to overcome fear of failure or being ridiculed to overcome the danger of fatalism at a community level, in other words the feeling that nothing can be done to develop positive peer and adult relationships QDOSS recognises that Out-of-School projects are complementary to therapeutic intervention and that a proportion of pupils and students at risk of early school leaving require therapeutic intervention. However, Out-of-School Services are clearly not adequate as a substitute for therapeutic intervention. QDOSS recognises the need for a national strategy to develop community based multidisciplinary teams, intervening at a family as well as individual level, that can also work onsite in schools and with out of school services. QDOSS notes that such teams would be a key complementary service to Out-of-School projects and need to be developed throughout socio-economically disadvantaged areas in Ireland QDOSS recognises that a vital feature of drug use prevention is the development of social and emotional skills. How can Out-of-School projects work with schools and other local services to support the National Drugs Strategy regarding prevention? 6
9 A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 Out-of-School Services as Part of a Holistic Approach to Prevention of and Intervention in Bullying in School QDOSS notes that it is vital to recognise the detrimental impact bullying can have on a pupil/student s self-esteem, psychological wellbeing and school attendance. QDOSS advocates that schools and out-of-school services, in developing and revisiting anti-bullying policies, consider the institutional and organisational features of schools and out-of-school projects themselves that can contribute to bullying in the first instance. QDOSS advocates collaboration between schools, out-of-school projects and other local services to target bullying. There is a need for integration of a variety of perspectives and approaches to bullying to ensure continuity of approaches across contexts, and sharing good practice so that the child experiences a caring, nurturing, learning, social environment within and outside the school system. 7
10 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S 3 Out-of-School Services: Contribution to Development of School Climate QDOSS recognises the need for exploration with all schools and Out-of-School Services about the potential to collaborate in order to contribute to a supportive school climate. A supportive school climate is a key protective factor against early school leaving. Out-of-School Services and a Democratic School Climate in Teacher-Student Relations QDOSS recognises the potential for collaboration between Out-of-School Services, schools and other local and national services to enhance positive adult/student relations in schools. QDOSS recognises the need to identify how much collaboration currently takes place so that Out-of-School Services might achieve their potential which extends beyond providing children and young people with some diversion and alternative activities for a couple of hours each week. QDOSS believes there is a need for a State strategy for increased investment at in-service and pre-service on developing teachers conflict resolution skills and constructivist teaching methodologies at postprimary level in particular. QDOSS recognises that successful Out-of-School Services involve children and young people fully in service planning and activity planning and the implementation of both. QDOSS recognise that students in some schools also partake in planning and decision-making. However, QDOSS recognises that many Irish studies give accounts of the voices of early school leavers regarding their need to be consulted and listened to. Key issues include: the establishment of structures for pupil/student representation across all schools both at primary and postprimary level the establishment of structures for children and young people s representation in the running of the Out-of- School Services, as well as other services designed for their welfare QDOSS notes that increased opportunity for active pupil involvement and participation can bring benefits to psychological wellbeing, to pupil motivation and learning and give expression to rights of the child to be consulted on issues regarding their own welfare. Key questions which arise include: How much genuine consultation with children and young people takes place, rather than simply token gesture consultation that amounts to cooptation? How developed are peer mentoring systems between later and younger years at primary, at postprimary, and between primary and postprimary students respectively? Can strategies for the different levels of mentoring be explored in conjunction with local organisations including Out-of-School Services? 8
11 A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 QDOSS recognises that developing a sense of involvement and ownership applies to the physical environment of the school and classroom, and also applies to the physical location of the Out-of-School project itself. There is a need for children and young people to be consulted and given opportunity to express their opinion on how the environment (of school, classroom and Out-of-School location) meets their needs, and on how it could be changed and decorated to reflect their needs and voices. Out-of-School Services: Children and Young People s Aspirations for their Future Even though children and young people will change their views over time regarding specific careers, QDOSS recognises that developing an individual plan for the student: seeks to remedy the situation that some students do not realise the consequences of early school leaving until it is too late could include time management skills provides the opportunity to explore various career options, including clarification of important features of careers e.g., opportunity to help others, chance for choice and initiative in the workplace, variety within the work, salary levels, contribution to the local community, opportunity for travel etc can help children and young people s motivation to learn QDOSS recognises the need to explore the potential role that Out-of-School projects can play in informal discussions with pupils at later primary level and postprimary students about their hopes and aspirations for the future A More Holistic Approach to Behavioural Issues than Suspensions QDOSS recognises the limitations of suspensions as an effective strategy and the need for a more holistic approach to behavioural issues The question arises as to how Out-of-School Services can be supported to fulfil their potential for providing a key role in alternative approaches to suspension through helping to provide an individualised learning and support plan. 9
12 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S 4 Out-of-School Services: A Key Resource in Culturally Relevant Curriculum Implementation Curriculum: Centrality of the Arts in Out-of-School Services QDOSS recognises that the arts helps both with employing culturally relevant materials to improve literacy and with personal expression to overcome fear of failure often associated with literacy issues. Key challenges include the following questions: How widely is the key potential resource of creative and visual arts used in school and Out-of-School Services for emotional expression and development, as well as in developing self-esteem, problem solving and conflict resolution skills? In schools and Out-of-School Services how widely is drama, as well as other artistic media, employed as part of an integrated approach to developing literacy skills? Curriculum: Literacy QDOSS recognises the central importance of supporting adult and community education, of the need for the State to allocate a dedicated family literacy budget as part of promoting parental involvement in enhancing children s literacy. QDOSS notes the need for ongoing development of relations between teachers and parents to enable parents to know how they can help their child s reading ability through using everyday reading materials such as magazines, recipes and newspapers. Current challenges include: the need for school libraries to be adequately resourced and promoted so that they are an accessible student and family friendly facility the need for these libraries be developed as a resource within the community to promote community based literacy programmes the need for provision of more culturally appropriate books, materials and assessments in the classroom and schools to assist children from different ethnic minority groups the need for strategies to be put in place to empower parents whose first language is not English or Irish so that they can be involved in their children s education Curriculum: SPHE (Social, Personal and Health Education), School Climate and Continuity QDOSS recognises the need for ongoing evaluation of the implementation of the SPHE curriculum in all schools and that if SPHE is only implemented at one level of the system and not others a discontinuity in climate between primary and postprimary schools may occur. QDOSS recognises the potential for exploration of the role of primary teachers, Out-of-School Service providers and other local services in providing feedback to postprimary school teachers (and vice-versa) about: what has and has not worked in creating a supportive climate of trust for pupils pupil needs and expectations which need to be sustained at postprimary level to minimise the culture shock of acclimatisation to second level Is there a strategy of continuity between local primary and postprimary schools, in conjunction with Out-of- School Services, regarding implementation in practice of Social, Personal and Health Education? 10
13 A N A G E N D A F O R D E V E L O P M E N T D E C Community Development Principles and Out-of-School Services QDOSS recognises the need for Out-of-School projects to state their commitment to adopting principles of community development. A key question is as follows: In socio-economically disadvantaged areas how well in practice do local Out-of-School Services adopt principles of community development, such as representation of local people on service management structures and commitment to local capacity building through employment of local people? QDOSS recognises that collaboration between schools and community agencies in tackling social exclusion involves developing, managing, delivering, funding and evaluating activities and is different from simply contracting out interventions. Key challenges to advancing the Community Development role of Out-of-School Services include the following issues: How well developed are strategies to develop communication and collaboration between schools, Out-of-School projects and other local services, while respecting the professional boundaries of each? How much is the school available to the community as a local resource? How can obstacles be overcome to the school being made available to the community as a local resource, obstacles such as insurance and funding for caretakers after school hours? Is there to be a State strategy to require that new school buildings be consistently available as a resource for the local community? QDOSS recognises the importance of the school being a focal point of community education in each area. Out-of-School Projects and Ethnic Minorities QDOSS recognises the need to ensure that out-of-school services, schools and other community services are genuinely inclusive settings for all students who take part, including ethnic minorities. How well developed is mentoring between Irish students and foreign nationals, as well as with students from the Travelling Community, whether at school or Out-of-School service level? How inclusive are local services, including Out-of-School projects, with regard to employment of staff who are from a range of ethnic minorities living in the area? QDOSS recognise the importance of developing community leaders, including accredited community leaders, from a range of ethnic minority groups living in the local area. There is a clear need to develop national and local strategies for active collaboration with ethnic minorities in the planning of short, medium and long-term interventions targeting the needs of adults and children from their ethnic groups. 11
14 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S Out-of-School Projects and Parental Involvement as Part of a Community Development Strategy QDOSS recognises that Out-of-School projects have a role to play in conjunction with other services in developing parent to parent mentoring, for example, with regard to facilitating parenting strategies for at risk youth and for speech and language development of younger children. Key issues which arise include the following questions: How well established are programmes in which parents become partners and mentors for each other, facilitated by schools and community services, for example with regard to speech and language, literacy and behavioural management issues? How well developed is the role of Out-of-School projects in developing pupils and students pride in their local community and sense of contribution to the local community and wider world? How well developed is public recognition at a community level for youth achievements to publicly validate the talents and voices of children and young people? Regarding information gathered from parents, QDOSS note that Out-of-School Services need to have policies on: Who has access to this information How this information is shared with other staff members Parents access to their own child s information 12
15 A N A G E N D A F O R D E V E L O P M E N T D E C Evaluation: Structural, Process and Outcome Indicators QDOSS recognises the need for a sufficiently broad approach to evaluation of Out-of-School Services that includes structural, process and outcome indicators. Key challenges for evaluation include the following issues: Are qualitative methods and specifically process-oriented approaches to evaluation given sufficent importance in evaluation? To what extent are contextual factors that cannot be experimentally or statistically controlled given sufficient importance in evaluation? How best to ensure that evaluation recognises the importance of reaching the most marginalised children and young people? How best to ensure that Out-of-School Services which work with those most alienated from the educational system are not merely to be narrowly assessed with regard to outcome indicators? How cognisant are evaluations of the role of service users beliefs and values in shaping outcomes? QDOSS notes that self-evaluation is a process which helps management and staff to: Clarify what the service is aiming to achieve Focus on the quality of all aspects of their service Reflect on current practice and provision Identify and celebrate areas where the provision is good and needs to be maintained Identify and prioritise areas which need to be improved Identify information, training or resource needs Plan for development Engage in professional development Raise the standards of the provision QDOSS recognises that self-evaluation is a systematic process involving all management, staff, parents and children. Furthermore QDOSS recognises the cyclical pattern which involves design, implementation, evaluation and modification. A key question which arises is the professional development of staff to undertake such evaluations. For more details on QDOSS please contact our member organisations: Barnardos Border Counties Childcare Committee Childrens Research Centre, Trinity College Dublin Educational Disadvantage Centre, St. Patrick s College, Drumcondra Foróige Limerick City Childcare Committee Targeting Educational Disadvantage Project, Mary Immaculate College, Limerick TIDE Youth Work Ireland 13
16 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S QDOSS Notes 14
17 A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 QDOSS Notes 15
18 Q U A L I T Y D E V E L O P M E N T O F O U T O F S C H O O L S E R V I C E S QDOSS Notes 16
19
20 Current member organisations comprising the QDOSS network include: Barnardos Border Counties Childcare Committee Childrens Research Centre, Trinity College Dublin Educational Disadvantage Centre, St. Patrick s College, Drumcondra Foróige Limerick City Childcare Committee Targeting Educational Disadvantage Project, Mary Immaculate College, Limerick TIDE Youth Work Ireland
Strategic Guidance for Community Planning Partnerships: Community Learning and Development
Strategic Guidance for Community Planning Partnerships: Community Learning and Development COMMUNITY LEARNING AND DEVELOPMENT: STRATEGIC GUIDANCE FOR COMMUNITY PLANNING PARTNERSHIPS EXECUTIVE SUMMARY This
More informationPractitioner Briefing 3: Prioritising Education
Practitioner Briefing 3: Prioritising Education This briefing provides tips to practitioners in West London and UK to highlight best practices in social inclusion through employment. It is drawn from a
More informationSchools for Health in Ireland
Schools for Health in Ireland Framework for Developing a Health Promoting School Post-Primary Contents Section 1: Introduction 4 Section 2: The Health Promoting School 6 Background to Health Promoting
More informationTHE WELLBEING FRAMEWORK FOR SCHOOLS
April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities
More informationsíolta Research Digest Standard 3 Parents and Families
síolta The National Quality Framework for Early Childhood Education Research Digest Standard 3 Parents and Families Valuing and involving parents and families requires a proactive partnership approach
More informationSuite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
More informationPrincipal Job Description
Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on
More informationCDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
More information1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
More informationHealth and wellbeing Principles and practice
Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational
More informationInquiry into teenage pregnancy. Lanarkshire Sexual Health Strategy Group
Inquiry into teenage pregnancy Lanarkshire Sexual Health Strategy Group A. Do you have any views on the current policy direction being taken at the national level in Scotland to reduce rates of teenage
More informationUTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
More informationParent and Community Engagement Framework
Department of Education, Training and Employment Parent and Community Engagement Framework Working together to maximise student learning 140187 Great state. Great opportunity. Purpose Parents * and the
More informationThe National Occupational Standards. Social Work. Topss UK Partnership
The National Occupational Standards for Social Work Topss UK Partnership May 2002.doc &.pdf files edition Every effort has been made to keep the file sizes of this document to a manageable size. This edition
More informationTransitional Strategic Plan Youth Work Ireland 2013 & 2014
Transitional Strategic Plan Youth Work Ireland 2013 & 2014 February 2013 PROLOGUE Welcome to Youth Work Ireland s Transitional Strategic Plan 2013 and 2014. As our Board evaluated the outcomes and impacts
More informationThe Standards for Leadership and Management: supporting leadership and management development December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
More informationSPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY
SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and
More informationModel for Comprehensive and Integrated School Psychological Services
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
More informationJob Description. BRANCH Integrated Services GRADE JM2
DIRECTORATE People and Communities JOB TITLE Consultant Social Work Practitioner Job Description BRANCH Integrated Services GRADE JM2 SECTION Community Family Service Main Purpose of the Job To operate
More informationSt Margaret s C of E (VA) Junior School School Behaviour Policy
STATUS: APPROVED APPROVED BY: GOVERNING BODY DATE: St Margaret s C of E (VA) Junior School School Behaviour Policy Introduction This policy details the approach to behaviour management in our School. It
More informationTHE ROLE OF THE PSYCHOLOGIST WORKING WITH SCHOOL AGE CHILDREN WITH AN INTELLECTUAL DISABILITY
THE ROLE OF THE PSYCHOLOGIST WORKING WITH SCHOOL AGE CHILDREN WITH AN INTELLECTUAL DISABILITY A Brothers of Charity Guidelines document for psychologists working in Special Schools in the Southern Services
More informationRubric : WI School Psychologist
Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles
More informationOur services for schools
Our services for schools Barnardo s services for schools Engaging children and young people in education is a proven way to fulfil their potential and overcome disadvantage. At Barnardo s we use our expertise
More informationTHE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING
THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING IN EDUCATIONAL PSYCHOLOGY DATE: 22 ND FEBRUARY 2010 Date for review: February
More informationCertificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award
Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Background: This one year part-time programme has been developed on foot of a demand within the ECCE sector for training
More informationThe Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The
More informationPRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
More informationStandards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
More informationStandards of proficiency. Occupational therapists
Standards of proficiency Occupational therapists Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of
More informationThe Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities
The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities The Requirements for Community Learning and Development (Scotland) Regulations 2013:
More informationKey Principles for Promoting Quality in Inclusive Education. Recommendations Matrix
Key Principles for Promoting Quality in Inclusive Education Key Principles for Promoting Quality in Inclusive Education European Agency for Development in Special Needs Education CONTENTS INTRODUCTION...3
More informationStandards of Proficiency and Practice Placement Criteria
Social Workers Registration Board Standards of Proficiency and Practice Placement Criteria Bord Clárchúcháin na noibrithe Sóisialta Social Workers Registration Board Issued: January 2014 Contents Page
More informationSCHOOL GUIDANCE COUNSELLING POLICY
SCHOOL GUIDANCE COUNSELLING POLICY AIM OF THE SCHOOL GUIDANCE SERVICE The school guidance counselling service is administered by a professionally trained School Guidance Counsellor. The SGC, as part of
More informationNational Standards for Headteachers
Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading
More informationNATIONAL FRAMEWORK FOR RURAL AND REMOTE EDUCATION
NATIONAL FRAMEWORK FOR RURAL AND REMOTE EDUCATION DEVELOPED BY THE MCEETYA TASK FORCE ON RURAL AND REMOTE EDUCATION, TRAINING, EMPLOYMENT AND CHILDREN S SERVICES 1 CONTENTS Introduction... 3 Purpose...
More informationBabington Community College. Special Educational Needs and Disability Information Report. 1. Ethos and Values
Babington Community College Special Educational Needs and Disability Information Report 1. Ethos and Values Babington Community College is an Outstanding School (OFSTED 2013). Our vision is for all of
More informationJob Description and Person Specification Learning Support Assistant (Primary)
Job Description and Person Specification Learning Support Assistant (Primary) The Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Main Purpose: Key Functions: Specific
More informationWhat are Community Psychologists?
What are Community Psychologists? Community psychology is new to the UK, and it is likely that those who have studied community psychology will end up working in a number of different fields. This leaflet
More informationDraft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years
Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years Statutory guidance for organisations who work with and support children and young people with SEN October 2013 Contents 1 Introduction
More informationPlease see the full job description at the end of this document for full details on the Qualifications and Experience required for this role.
Title of Post Research Manager Location Christchurch Square, Dublin 8. Employment Type Fulltime (37 hrs) and Permanent Salary 50,209-65,505 Contact Person Helena Nolan 01 4530355 To apply, email application
More informationLONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION. Inner London Pay Spine Range: L18-L22
LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION Post Title: Director of the Teaching School and School of Education (SoE Director) Grade: Inner London Pay Spine Range: L18-L22
More informationWelcome. 7 Colwick Road, West Bridgford, Nottingham NG2 5FR T 0115 955 8811 F 0115 955 8822 E enquiries@faithinfamilies.org
Welcome faith in families I am delighted to share with you the range of bespoke services to children and families being delivered by Faith in Families. Sumerjit Ram In an ideal world every family would
More informationCAREER AND TRANSITION SERVICES FRAMEWORK: an effective national approach to youth transitions
CAREER AND TRANSITION SERVICES FRAMEWORK: an effective national approach to youth transitions PREAMBLE The Career and Transition Services (CTS) Framework will help young people to make successful transitions
More informationNational Standards for the Protection and Welfare of Children
National Standards for the Protection and Welfare of Children For Health Service Executive Children and Family Services July 2012 About the Health Information and Quality Authority The (HIQA) is the independent
More informationMinsthorpe Community College Local Offer
Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective
More informationThe New York State School-Age Care Credential Competency Standards for Afterschool Professionals
The New York State School-Age Care Credential for Afterschool Professionals Modeled after the U.S. Army School-Age Credential and introduced in the Fall of 1999, the New York State School-Age Care Credential
More informationcount us in Achieving Inclusion in Scottish Schools A report by HM Inspectorate of Education
count us in Achieving Inclusion in Scottish Schools A report by HM Inspectorate of Education Achieving inclusion in Scottish schools Foreword Traditionally, the Scottish education system has prided itself
More informationSection Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
More informationThe role and responsibilities of the designated teacher for looked after children. Statutory guidance for school governing bodies
The role and responsibilities of the designated teacher for looked after children Statutory guidance for school governing bodies The role and responsibilities of the designated teacher for looked after
More informationSCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES
As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following
More informationLiteracy Action Plan. An Action Plan to Improve Literacy in Scotland
Literacy Action Plan An Action Plan to Improve Literacy in Scotland Literacy Action Plan An Action Plan to Improve Literacy in Scotland The Scottish Government, Edinburgh, 2010 Crown copyright 2010 ISBN:
More informationDamers First School Teaching & Learning Policy
Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL
More informationThe Ashwood Academy. Special Educational Needs Policy
The Ashwood Academy Special Educational Needs Policy The Special Needs Coordinator Is Thomas Laugharne. Thomas completed the National Award for Special Educational Needs in 2014 This policy should be viewed
More informationSO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504
JOB DESCRIPTION Job Title: School: Pay Range: Responsible to: Responsible for: Behaviour Support Manager Woodlands Primary SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 Inclusion
More informationCrosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
More informationMental Health and Wellbeing Statement
Mental Health and Wellbeing Statement The promotion of good mental health is a University-wide concern. In a learning environment there are many opportunities for developing positive wellbeing, and there
More information... and. Uses data to help schools identify needs for prevention and intervention programs.
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
More informationProfessional Standards for Teachers in England from September 2007 1
Professional Standards for Teachers in England from September 2007 1 Introduction Bringing coherence to the professional and occupational standards for the whole school workforce 1. The framework of professional
More informationInformation on The Framework for Junior Cycle
A Framework for Junior Cycle Information on The Framework for Junior Cycle Spring 2013 department of education and skills The Department of Education and Skills wishes to thank the schools below for permission
More informationTheme 2: Embedding a whole-school approach to FaCE Resources 1 2
2 Theme 2: Embedding a whole-school approach to FaCE Resources 1 2 Family and community engagement toolkit FaCE the Challenge Together: Main guidance Audience Primary, secondary and special schools in
More informationINVESTORS IN PEOPLE REVIEW REPORT
INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment
More informationSpecial Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs
Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr
More informationCONTINUING PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL LEADERS
CONTINUING PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL LEADERS 1 When the best leader s work is done, the people say, We did it ourselves. Lao-tsu 2 Context A Teaching Profession for the 21 st Century, the
More informationLooked after children good practice in schools
Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked
More informationPOLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES
POLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES Rooted in Christ and Catholic tradition and under the guidance of its patron, St Edmund s aims to realise
More informationHealth and Community Services Industry Workforce Action Plan 2010-2014
Health and Community Services Industry Workforce Action Plan 2010-2014 Together, supporting South Australians health and wellbeing through a skilled and innovative health and community services workforce.
More informationWhinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated
Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012 April 2010 updated Contents Page Section 1 Introduction 3 Disability Discrimination Act Disability Equality Duty
More informationCreative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves.
Creative Scotland, Youth Music Initiative Case Study Young Music Makers in Edinburgh Helping young people believe in themselves. About this case study This case study was developed as part of Creative
More informationSUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary
SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary Lifelong learning needs to support a social justice agenda by promoting access by the most marginalised groups in society, through appropriate support
More informationThe Role of the Psychologist Working with People with Intellectual Disability
The Role of the Psychologist Working with People with Intellectual Disability A Brothers of Charity Guidelines Document for Psychologists working in the Southern Services (Rosemary O Connell, Seamas Feehan,
More informationSafe & Caring Schools Policy Revised 2013
Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department
More informationKING JAMES I ACADEMY. Art s Policy
KING JAMES I ACADEMY Art s Policy 2014-2015 Academy Art s Policy 1. What is this Policy about? 1.1 At King James I Academy, we recognise and define the arts as those learning experiences that allow and
More informationSection Five: Instructional Programs 510R SCHOOL COUNSELING (REGULATIONS)
510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor
More informationSTATEMENT OF STRATEGY 2015-2017 AN ROINN OIDEACHAIS AGUS SCILEANNA DEPARTMENT OF EDUCATION AND SKILLS DEPARTMENT OF EDUCATION AND SKILLS 2015-2017
STATEMENT OF STRATEGY 2015-2017 AN ROINN OIDEACHAIS AGUS SCILEANNA DEPARTMENT OF EDUCATION AND SKILLS Foreword by the Minister I welcome the publication of the Statement of Strategy which sets out the
More informationNational Occupational Standards for Supporting Teaching Learning
National Occupational Standards for Supporting Teaching Learning 1 of 21 This booklet is for school leaders and those supporting the learning and development of support staff in schools. It explains how
More informationLeadership in public education
Leadership in public education Policy direction overview Discussion paper three Great educational leaders transform the lives of young people and enrich our whole community. They are the exceptional men
More informationStandards for the School Social Worker [23.140]
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
More informationInspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G
School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines
More informationAdditional Educational Needs and Inclusion Policy and Procedures
Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the
More informationYour child, your schools, our future:
A commitment from The Children s Plan Your child, your schools, our future: building a 21st century schools system SUMMARY Building a 21st century schools system Summary 1 Summary Chapter 1 Our ambition
More informationHead of Business & Social Sciences Job Description. Leadership Spine L1 8
Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions
More informationSubmission on the draft National Primary Health Care Strategic Framework October 2012
Submission on the draft National Primary Health Care Strategic Framework October 2012 Council of Social Service of NSW (NCOSS) 66 Albion Street, Surry Hills 2010 Ph: 02 9211 2599 Fax: 9281 1968 email:
More informationPerformance Factors and Campuswide Standards Guidelines. With Behavioral Indicators
Performance Factors and Campuswide Standards Guidelines With Behavioral Indicators Rev. 05/06/2014 Contents PERFORMANCE FACTOR GUIDELINES... 1 Position Expertise... 1 Approach to Work... 2 Quality of Work...
More informationSALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY
SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY Approved by P & P Committee Approval Date Review Period 3 years Review Date July 2015 SEND reform (including reduction in funding) The Government
More informationJoint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010
Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010 Youth Employment is the common theme of the three EU Youth Conferences
More informationMary Immaculate College. Human Resources Strategy 2014-2016
1.0 Introduction Mary Immaculate College Human Resources Strategy 2014-2016 1.1 Mary Immaculate College Strategic Plan 2012-2016 rests on 7 foundational pillars, each pillar representing a thematic imperative
More informationSchool Focused Youth Service Supporting the engagement and re-engagement of at risk young people in learning. Guidelines 2013 2015
School Focused Youth Service Supporting the engagement and re-engagement of at risk young people in learning Guidelines 2013 2015 Published by the Communications Division for Student Inclusion and Engagement
More informationSchool Improvement Strategy 2015-2017
School Improvement Strategy 2015-2017 We unite across Suffolk to enable every child to be the best they can be Foreword Ensuring all children receive the best possible education is a commitment that we
More informationMiddlesbrough Manager Competency Framework. Behaviours Business Skills Middlesbrough Manager
Middlesbrough Manager Competency Framework + = Behaviours Business Skills Middlesbrough Manager Middlesbrough Manager Competency Framework Background Middlesbrough Council is going through significant
More informationLEICESTERSHIRE COUNTY COUNCIL PERMANENCE POLICY 2013
LEICESTERSHIRE COUNTY COUNCIL PERMANENCE POLICY 2013 1. PURPOSE 1.1 This Permanence Policy updates Leicestershire County Council s response to the requirement of the Children Act 1989 that local authorities
More informationTHE ROLE OF THE SCHOOL COUNSELOR
THE ROLE OF THE SCHOOL COUNSELOR Code No.: PS 201 The Need for School Counseling As students develop from childhood through adolescence, they face unique sets of challenges. Mastery of these academic,
More informationEducational psychology in Scotland: making a difference
Educational psychology in Scotland: making a difference An aspect report on the findings of inspections of local authority educational psychology services 2006-10 Contents Page Foreword 1. Introduction
More informationAssessment of DEIS Programme Template for Stakeholder Consultation
Assessment of DEIS Programme Template for Stakeholder Consultation Respondent s Details Name Organisation Dr Ken Fennelly Church of Ireland (General Synod Board of Education of the Church of Ireland (RI))
More informationConwy Children and Young People s Plan Priority Areas
Conwy Children and Young People s Plan Priority Areas Priority areas as updated in the October 2009 plan review (new and changed priorities are highlighted in blue). For a full copy of the Conwy Children
More informationStandards for the School Counselor [23.110]
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
More informationwww.focuspsychology.com info@focuspsychology.com
The main emphasis of our approach is to empower and enhance the environments around the children and young people we strive to support. However, we understand that direct work also has a role to play and
More informationServices for children and young people in North Ayrshire 28 October 2013. Report of a pilot joint inspection
Services for children and young people in North Ayrshire 28 October 2013 Report of a pilot joint inspection Contents 1. Introduction 1 2. Background 1 3. The Community Planning Partnership area 2 4. Particular
More informationSchool Counselling A GUIDE FOR SCHOOL COMMUNITIES
School Counselling A GUIDE FOR SCHOOL COMMUNITIES Director General s Message ACT Public Schools are committed to ensuring that all children and young people in the ACT learn and thrive, by providing positive
More informationProfessional Capability Framework - End of First Placement Level Capabilities:
Professional Capability Framework - End of First Placement Level Capabilities: By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values
More informationAustralian Professional Standard for Principals
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the
More information